1c: Supporting the Deployment of Learning Technologies

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CMALT Guidance

Statements about your involvement in supporting the deployment of Learning Technology might relate to providing technical and/or pedagogic support to teachers or learners, advising on (or redesigning to take account of) technical and usability issues, developing strategies or policies, managing change, providing training or other forms of professional development, securing or deploying dedicated funding and so on, all within the context of the educational use of Learning Technology.

For evidence, you might include the overview section of a strategy document, meeting minutes, summaries of student feedback, testimonials or witness statements from other colleagues.

Description

Over the past several years, I've been involved in a range of activities that have supported the deployment of learning technologies, from technical documentation and training to change management and evaluation.

Most recently, in July 2025, I published a blog post titled Using Blackboard's Swagger File to Create a Postman Collection and Make an API Call. This guide was informed by testing work I contributed to as part of the Digital Education Platform Project (DEPP), which explored the adoption of new LMS platforms. In the blog's “Step 4: Request an Access Token“, I reference a script adapted from one I originally developed to authenticate with Learnlight's bespoke language learning platform — demonstrating how techniques from previous roles fed into current work.

In 2023, while working in a development-focused team, I created a guide called Using Postman with Apollo Server to help new developers interact with a GraphQL development environment. This included instructions for authentication, storing JWT tokens, and running queries and mutations via Postman. While it was technical in nature, the resource also functioned as a learning technology support tool, easing onboarding and promoting consistency across the team.

An excerpt from Microsoft Teams Guide

Earlier still, in June 2021 — just before Microsoft retired Skype for Business — I authored a Microsoft Teams FAQ to support trainers through the institutional transition to Teams. I also created a video walkthrough, Microsoft Teams Guide, which was used to deliver asynchronous training.

Reflection

Looking across these resources, I can trace a development in both approach and design — moving from instructional documents focused on immediate technical tasks to more accessible, learner-centred materials that anticipate different levels of user confidence.

For example, the Microsoft Teams FAQ included lengthy text blocks and oversized arrows that partially obscured key content. By contrast, my more recent API and Postman guides are more concise, streamlined, and visually clearer — reflecting lessons learned about information overload, visual accessibility, and cognitive load. Similarly, my Using Postman with Apollo Server guide — created in Confluence — omitted annotated visuals entirely, a gap I now actively address through better use of screenshots, highlights, and contextual labelling.

These reflections have shaped my understanding that effective deployment goes beyond technical rollouts. It involves building user confidence, collecting feedback, and iterating support based on real experiences. At Imperial, this has meant creating resources that cater to a diverse tester group across academic departments — with varying levels of technical fluency. I've provided asynchronous walkthroughs and clear reference materials that reduce the need for live support and empower users to explore new systems independently.

I've also learned that successful technology adoption often hinges on staff confidence and institutional context. Through LMS evaluation work, I've seen how simplifying language, aligning examples with actual marking workflows, and considering accessibility at all stages can make a significant difference to adoption rates. Feedback from academic and administrative colleagues has frequently prompted revisions — for example, prioritising ease of use over advanced functionality where appropriate.

Supporting deployment now feels like an empathetic, iterative process — one that blends technical clarity with a deep understanding of staff needs. I now approach training and resource development with this mindset, aiming not just to instruct but to support learning in the broader sense.

Summary

This section demonstrates how I have:

  • Supported the evaluation and deployment of LMS platforms through a mix of technical documentation, testing, and tailored guidance
  • Created training materials that evolve with user needs — from early platform migrations to current API and GraphQL workflows
  • Contributed to change management efforts by anticipating user challenges and aligning support with institutional processes
  • Developed resources that balance technical detail with accessibility and clarity, reflecting user feedback and evolving practice
  • Helped bridge development and pedagogy by aligning features and workflows with actual teaching needs
  • Advocated for usability, clarity, and sustainability in every stage of the deployment process

Evidence

Further Reading